The document summarizes a town meeting discussing efforts to educate the next generation of physicians. It provides an overview of the current medical school curriculum and proposed changes to better prepare students for 21st century practice. Key points include: 1) The current 2+2 curriculum was established over 100 years ago and needs updating. A new curriculum aligns with the university's strategic goals and focuses on competencies like patient-centered care. 2) Students will have over 50,000 patient encounters in their career. They need teaching from all professionals to understand team-based care. 3) Over 220 faculty and students are redesigning the curriculum through pilot programs and longitudinal projects focused on skills like critical thinking and emerging science

1. Town Meeting: How Are We Educating
the Next Generation of Physicians?
Presented By:
Catherine Lucey, MD
Interim Dean, College of Medicine
The Ohio State University
Daniel M. Clinchot, MD
Associate Dean for Medical Education
College of Medicine
1

2. Today’s Did You Know?
st
Agenda Why? Changes in 21 Century
Creating the Future of Medicine
C ti th F t f M di i
The Timeline – The Participants
The Blueprint
Highlights from Part 1
Longitudinal Projects
Your Role
Questions
2

3. How many patient encounters will an OSU College
of Medicine grad ate ha e in his/her lifetime?
graduate have
1.
1 10,000
10 000
2. 15,000
3.
3 30,000
30 000
4. More than 50,000

4. Serving the Community
g y
Our graduates will work with a care team
serving on average more than 2,000
patients a year.
Over the course of a lifetime, a graduate
will have more than 50,000 patient
, p
encounters

5. How long ago was the current 2 +2
(2 years basic science + 2 years clinical)
medical school curriculum established ?
1. 10 years ago
2. 30 years ago
3.
3 50 years ago
4. More than 100
years ago

6. Medical School Curriculum –
The Flexner Report
• 2010 was the 100th anniversary of the Flexner Report
y p
which established the recommendations for medical
school curriculum.
•B t
Between 1910 and 1935 more th h lf of all
d 1935, than half f ll
American medical schools merged or closed as a
result of state medical boards gradually adopting and
enforcing the Fl
f i th Flexner Report’s recommendations.
R t’ d ti

7. Approximately, how many medical school
applicants nationally are th
li t ti ll there i a year?
in ?
1.
1 20,000
20 000
2. 40,000
3. 60,000
4. 80,000

8. Medical School Applicants
pp
• In 2010, there were 40,000 applicants nationwide.
, , pp
• There are 16,000 spots for first year medical
students in the U.S.
• In 2010, 4,237 applied to Ohio State’s College of
Medicine.

9. How many first year medical students received
funding to p
g participate in research
p
in 2010?
25% 25% 25% 25%
1. 20
2. 25
3. 50
4. 75
1. 2. 3. 4.

10. Research Experiences
p
In 2010, more than 75 students received financial
,
support from the College of Medicine to pursue
research experiences through the Samuel J.
Roessler and the Bennett and Barnes Medical
Scholarship Foundation.

11. New Curriculum Aligned with the University’s
Six Strategic Goals
Si St t i G l
• One U i
O Universityit
• Students First
• Faculty and Staff Talent & Culture
• Research Prominence
• Outreach and Collaboration
• Operational and Financial Soundness & Simplicity
By accomplishing these goals, Ohio State will distinguish
itself and fulfill the enormous responsibilities that come with
its global presence
11

12. Town Meeting: How Are We Educating
the N
h Next G
Generation of Ph i i
i f Physicians?
?
• Medical Students are educated
in active health care environments.
• They contribute to the care of
patients.
• They need teachers from all
professionals in all disciplines to
understand health care teamwork.
Every great doctor can identify
a nurse or allied health
professional who taught them
• They need the support of patients
something critical. and the community to learn.
12

13. Changes in the 21st Century:
2010
Pedagogy
g gy
Biomedical
Knowledge
AMC
Patients
Disease
1910

14. Creating the Future of Medicine:
Patient
Safe
Centered
Equitable Timely
Effective
14

15. Teamwork Coaching
Effective Early Clinical
Relationships Service
BETTER
Critical Personalized
Thinking Learning
Emerging
Reinforcement
Science
15

16. Where are we in the process?
• Developing of Core Competencies
• Reconceptualizing how foundational science
is integrated with patient care
• Pilot Programs
16

17. Who Is Working On Lead. Serve.
g
Inspire. Curriculum?
• Over 220 Faculty within the College of Medicine
• 30 Program Coordinators, Program Assistants,
Clerkship Coordinators Managers & medSTAR
Coordinators,
• 60 Medical Students
• 20 Faculty from other Colleges (including College of
Nursing, Ph
N i Pharmacy and th S h l of Alli d M di l
d the School f Allied Medical
Professions)
• 2 Community Agencies
• 30 Patients
17

18. The Blueprint:
Curricular Domains b
C i l D i based on th C
d the Core Ed
Educational Obj ti
ti l Objectives
Patient Care
Medical
Knowledge
Practice Based
Learning
Interpersonal
Communication
Systems Based
Learning
Personal and
Professional
Development
18

20. Highlights Part One: Clinical Foundations
Scientific and
Scientific and
Scientific and
Orientation
Exploration
Exploration
Evaluation
Evaluation
Evaluation
Evaluation
Foundations Foundations Medical
Medical
Break
Break
of Health of Patient Foundations
Foundations of
Care Care of
Neurological
Cardiopulmon
n
n
n
Disorders
Di d
ary Disease
Scientific and Scientific and
Compreh
Scientific and Medical Explora Medical
Evalua
Evalua
Evalua
Evalua
Medical Foundations Brea Foundations of Clinical
Brea
Foundations of Nutrition Reproduction
p Foundations
ation
ation
ation
ation
hensive
ation
ak
ak
of Host and and Review
Defense Hormonal Genitourinary
Regulation Disorders

21. Example: Integrated Learning
Through Empanelling
g p g
Ms. Smith – 67 y/o female with Lauren Jones, Med-1, meets and empanels
hypertension and coronary Ms. Smith one month before starting the
artery disease with hi t
t di ith history of
f Cardiopulmonary Disease block.
block
MI and CABG presents to her
internist for follow-up
Lauren presents Ms. Smith to her team,
including medical, family, social history and
Scientific and Medical Foundations of management plan.
Cardiopulmonary Disease in
Part I: Lead Serve Inspire Curriculum
Team discusses the basic behavioral and
basic, behavioral,
clinical science aspects of Ms. Smith’s
cardiovascular history and medical care
during small group session.
At later visit, Ms. Smith presents to
internist’s office with headaches.
Has uncontrolled hypertension due
to nonadherence associated with Steve, another team member, sees Ms. Smith
change in prescription coverage that day and reports to the group, initiating
and subsequent increase in discussion of relationship between medication
medication cost. costs, nonadherence, and health care reform.

22. Longitudinal Projects
Self Directed Learning
Mentored Educational Portfolio
Leadership
Community Health Education
Effective Role Modeling
Understanding Health Systems
Systems Thinking, Interdisciplinary Care
Health Informatics
Patient Safety through Scientific Inquiry
and EBM
USMLE Board Prep
B dP
22

23. What Is Your Role?
• Teacher
• Coach
• Supporter
• Advocate
23

24. Questions
Q ti